Table Of Content

PRACAPTPRIPECRSEOnSRPVRIIINCAE-TAEERTPLKRYAACCCHHTEIIRCLSED'SHBOAEONLtDDETKBESEAAICWBHVOEIUROTRPDARELEVPTEAELRCOAHTPNIMIOEQNNUTEPSARLOALGNYRDAMS TASHAWNAKAYDUNCAN OAFDTIHSESOUEFNRITTVAHETERISROIENDTQPOYURICOERTFSEOEMFRNFLT>OOJEFRTDIPSDTHAFOIOLITRNOHSPTEOAHPGREHRTYDIAEADGLURFAEUTELEFOSIFCLHLMOEONLT UNIVERSITYOFFLORIDA 2000 Copyrighl2G00 by ToshawnaKayDuncan . . — LAIBSSTTORFATCATBLES TABLEOFCONTENTS——-- Miviievi CHAPTERS 2IIIPIRSLnemuuNItsprmTrTeopomaroREdartsuORcarecADhntyociTUQfeMaUuCitnetRhTdoseEItTOSiOevRtoaeNunEcrdshVvyeiIreEwEWdoulc*aRteimoaniningChapters - 23A651 FDDBAIR-ieepneafvhtpsCAPISEEUABrfrealreltcaanetndeolvyiidaqrriruaBvSdroitterullfsdCnupauepoaidicyyieeyhcednnrrvcshevctcintiaaCCBiiodeiOieolcaclsohhetfarousrnedmgEiihinlnaaTtslBheaollainloeceatTEronsnddvcflcnlooeldIohhieoioEhlfanymudoooTrePaoyrtncceocfoorrCrCrehiBTasfsoaddAllhreACeqte.ccRoyvBirnailullSh-EsieelsacoipeaCeidsrln'delehnsrshuietrohecyeeesiicopfBTaoisr'foalroreseanoisntrlido.lPaddBssiniahor.eceoUEiomTPcl^hAfnn!dropiepse.aAucadaTtprP^crpcihclert.sEaapTeaiiha^ldtrlcccecEiu^eiatiarhaoscoii—tcer.ncannPia.lretiro-PytTinen.Prieogp-Crooa.anhegP-rncip.arrah-al.otane.r.digmdr.a-hors-t.onEPai—oarmoPrdesnrlp*CyoaPrlgrPCaarrohta-sagiicsmrtolrsaindcomhePososrm.oodGgoraalmss... Punishment Conclusion , 1 3METHODS IPROCEDURES.. DInedsicvriidpuiailonPaonfiPcripoagnriamCsharacltrislic!s 332 AAPPEENADQRIULCEYESSTCIHOINLNDAHIOROEDPROGRAMDESCRIPTION—MODIFIED BBEHAVIORALBELIEFSSCALE(BBS) REFERENCES BKXjRAPHICALSKETCH. . 19.MeBaenlIiTelofoisianlSlcSSacclooerreessffoorrBFaechtaovrioIr(aRlcBienlfioerfcseSmecanlle)•ofSlelcitcioBnchIaIvionil 20.MeanScoresforFactorII(Punishment)oftheBehavioralBeliefs 2222234562....SSSPPSaauuuuii((mmtammrrRhPnmmmmwweeudaaiiaainssBrrrrnKieecyftyyyh^hoCCamntAAAAooviecmmicNNNNncoppimlOOntOOaae)yirrVVnVVliiolAAAAssf)BooeSoTTTlTnnefiaaaasscebbbSbtffflllelisooeeeceorrtSnfffiSfcFooooIoeaarrIrrnclcBtetBBBIeioeeIehrohhhanaaaIvvvvI(iiiiIRooooocrrrrfaiaaallnll—tfhBBBBoeeeeerllBllciiieieeeeehmffffacssssvniSSSSlocccc)-—raaaa—alollllefeee.--B-TSeoeSFlFtceaiaatecccliftttosio—SonorrcSInocI1IraIIoleIefs.. oflhcUnivActReiiirlayclooffFlOoiDrseisgderareuieniioPofunrDiiPoorclctsoFeurnlifoicfldlPtthnoiclInochscooGfprlhahydeuRoecqeuSicrhcomoclmsforthe PRACAPTPRIPKCRSEOESPRRIVINIAFCTEAERTPLERYAACCCHHTEIIRCLSED'SHBOAEONLIDDETFBSEEAHACABHVOEIUROTRPDARELEVPTEAELRCOAHTPNIMIOEQNNUTEPSARLOALGNYRDAMS By TashawnaRayDuncan August2000 CMhanjiotrpDecrpmtnu;imJconhtntKEmdnuzclactrionalPsychology Thepurposeofthisstudywastoevaluatepreserviceteachers'beliefsabout dcvclopinentallyappropriatepracticesandbehavioraltechniquesandpractices. Specincally.thisstudyinvestigatessimilaritiesanddill'crcncesbetweenearlychildhood education(ECE),earlychildhoodspecialeducation(ECSE).andunifiedearlychildhood llJnined)Icaciterpreparationprograms.Previousresearchindicatesthatteachers'beliefs largelyinfluencetheirbehaviorintheclassroom.Exploringsomeoftheriinilaritiesand differencesinbclicfsoboutdcvelopmcniallyappropriatepiaclicesandbehavioral techniquesandpracticesamongpreserviceIcachersinRCE,ECSE.andUnifiedteacher preparationprogramsmayassistincurriculumdevelopmentandtrainingaswellas continuingeducationforiitserviccteachers.Moreover,undcistandingthesedilVcrcnces mayhelpteacherpreparationprogramsbridgethegapbetweenthetraditionallydilTctcnl disciplinesofECEandEC'SE.Preserviccleacherx'beliefsaboutdcvelopmcntally appropriaicpniciiccsandbehaviorallechniquesandpracticeswereassessedfoe355 preserviceleacheradrawnfromECE,ECSE,andUnifiedteacherpreparationprograms usingIheTeacherBeliefsScale(TBS)andIheBehavioralBeliefsScale(BBS).The resultsofthisstudyindicatedthatpreserviccteachersinECSEondUrtifiedteacher preparationprogramsheldsimilarbeliefsaboutdevciopmenlallya^ropriatepractices andbehavioraltechniquesandpractices.However,thisstudyfoundthatpreservice teachersinRCEprogramsheldsignificantlydifferentbeliefsaboutdcvelopmenialiy appropriatepracticesandbehavioraltechniquesandpracticeswhencomparedwith preserviccteachersinECSEandUnifiedteachertrainingprograms.Giventhese fincfings.itisimperativetiiatthefieldsofECEandECSEworktogethertoidentify commonbeliefsnndresoivebeliefdifferencesiftheyaretosucccisfullycollaborotein meetingtheneedsoftypicallyandatypicallyricvelopingchildren. [NCTHRAOPDTUECTRI1ON Introduclion CS1hm9ia9tr7h;l,eHsT1yw9eso9aon2cnh)h,;c,iHtsHih'arenrsb,ecefhloB-iroePerfaisstseel,kaa,c&the4elDryesR'Weiosbnclefolfliiu,eaef,n1se91ea993mi9;h0Cei;ilmraPprabotneingha,a&nvt1iP9ote9roi6ei;srntaUuIoedbnync.,bce1ulr9nag8ds.6es;rr1soB9coi9omi6nn;d{r.BM4dlu1eonfoKibmonyn,e,t,oIa1sWn9.2d82;; modiiy.Althoughinrecentyears,manyattemptshavebeenmadeiodoso,nounifom conclusionaboutordefinitionofbeliefshasemerged(Fang.19%;seealsoRichardson. Cicnerallv.abeliefcanbedefinedassomeconceptionofrealitycontaining enoughvalidityorcredibility,orthatisbackedbyenoughexperience,tosatisfythe iBnedliiveifdsuaarlehgoelndeirnaglltyhefobteiltiicedfoorfirueitnrfuotrhceidGrbeaesne,d1o9n71t;hePaejxapreersi,e1n9c9e2s;oRfitchhearinddsiovni.du1a9l96). holdingthebelief.Asaresult,onewouldexpectthattheycouldbeinfluencedbyoutside inlervuntion.However,becausebeliefsarealsofrequentlycomprisedoforrelatedto otherconstructs,suchasbeliefsystems,attitudes,perceptions,valuc.x.opinions, judgments,rules,principles,perceptions,dispositions,andslitilcgies.theyarcnoteasily modified(Malouf4tSchiller,1995;Pajares.1992;Richardson,1995). Recentresearchbosdevelopedanumberofconclusionsaboutbeliefsthatprovide importantstartingpointsforstudyingandanalyzingteachcis'beliefsinearlychildhood sellings.Rcscarehonleartere’beliefssuggestsIhniicachersdevelopiheirbeliefslong b1e9f9o6r)e.tAhdedyietnitonearlIlcya,cmhearnpyrerpensreaalricohnsplrudoigersnhmasv(eLorneiceo.gn1i9z7e5d;iPhnajislreeasc.he1r9s96d;evReiclhoepitmlasonny, oflhcirdeep-sealedbeliefsaboutleachingduringihcirownformaleducationexperiences ([.onie,1975;IUehardson.1996).I.onie(1975)cefenedtothisbeliefdevelopment experienceosan“apprenticeshipofobservation." Researchonleachers'beliefshasalsodemonstratedthatteliefsarcvcr>'difftcult otPoafjlcaihrmacesn.(gAe1b9oe9rl2sm;ooPndoi.sfny1e,9r7,p9a;SrttCrilickauerl,ka,rHle1y9ww6s8ho;enn.Mul&neabGcyeh.crrttz1so9hg8.a2v;1eN9e8hs2ep;lodrRt.ohke1cs9ae8e7bh;e.lNi1ie9sf6sb8ef)to.tr&aMalRononsygso,pfe1rt9ih8oe0d. beliefsteachersdevelopduringthcscMtalledapprenticeshipofobservationarecarried forwardunchangedintoteacherpreparationprograms. Althoughundereiandingteachers'beliefsiscriticaltothestudyofteachers’ practices,verylittleisknownaboutthem.Thisisparticularlytrueforleachersworking withyoungchiidreninsegregatedandinclusiveeducationalsettings(Cana,1994: Calh.o.r1l9c9s3w;orPlihle..M1a9r9l4,;BuLritesb,erdbelIlale.m.a1n9d9e8e;.H1a9t9c1h;&ChFarrelecmsawno,rl1h9,8H8;arItseBnubretrsg..T1h9o9m0a;ssonet Spodek.19381.Thesystematicstudyofteachers'beliefsislikelytoyieldiremendoas insightintothecausesofteachers'behaviorandpractice,whichmayhelpteacher educatorstochangeclassroomdynamicsordevelopappropriatepreserviceteacher iminingprograms. PurposeoftheStudy Thepurposeofthisstudywastoevaluatepreserviccteachers'beliefsabout developmcmallyappropriatepracticesandbehavioraltechniquesandpractices.

Preservice teachers' beliefs about developmentally appropriate practices and behavioral techniques and practices in early childhood teacher preparation programs PDF

118 Pages·2000·1.4 MB·English

by Duncan, Tashawna Kay

#americana #univ_florida_smathers #UFRDS

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